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AutorenScott, Phil; Mortimer, Eduardo; Ametller, Jaume
TitelPedagogical Link-Making: A Fundamental Aspect of Teaching and Learning Scientific Conceptual Knowledge
QuelleIn: Studies in Science Education, 47 (2011) 1, S.3-36 (34 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0305-7267
SchlagwörterConcept Formation; Secondary School Science; Literature; Science Instruction; Learning Processes; Teaching Methods; Science Teachers; Models; Foreign Countries; High Schools; Secondary School Students; Scientific Concepts; United Kingdom
AbstractThis paper provides an introduction to the concept of pedagogical link-making in the context of teaching and learning scientific conceptual knowledge. Pedagogical link-making is concerned with the ways in which teachers and students make connections between ideas in the ongoing meaning-making interactions of classroom teaching and learning. First of all we draw upon socio-cultural perspectives to outline why we think that "link-making" is fundamental to science learning and consequently to science teaching and then we identify three main forms of pedagogical link-making. The related research literature is then used to specify pedagogical link-making approaches associated with each of the three main forms. Finally, the resultant framework of link-making forms and approaches is applied in analysing a teaching sequence taken from a UK secondary school science classroom. Part of this analysis involves identifying specific pedagogical tools/strategies that might be employed in the classroom to support link-making. (Contains 12 figures and 1 table.) (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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